가정환경과 유아교육기관의 질적 여건이 유아의 사회성 발달에 미치는 영향

Abstract

The purpose of this study was to investigate what effect the quality of the home environment and early-childhood educational institution had on children's seriality development and what interactional effect the quality of the home environment and early-childhood educational institution had on children's sociality development. For this purpose, an attempt was made to assess the quality of the home environment and early-childhood educational institution and measure children's communication, daily life, socialization, motion skills and the degree of sociality development. To attain this goal, the following specific study questions were set: First, what relationship the home environment factor had to the child's sociality development" Second, what relationship the qualitative factor of the early-childhood educational institution had to the child' sociality development? Third, what interactional effect the home environment and early-childhood educational institution exerted on the child's sociality development? To solve the above study questions, the questionnaire research was used. The returned questionnaires were statistically treated using the SAS(Statistical Analysis System) program. A t-test and ANOVA were conducted to investigate the difference according to each background variable. Base on the findings, the following conclusion was drawn: First, there was a partially significant positive relation between the home environment and the child's sociality development. Especially, there was a high significant relationship between the emotional atmosphere and the child's daily living skills and between the emotional atmosphere and the child's motion skills, which indicates that the emotional atmosphere as one of the home environment factors had an effect on the child's sociality development. Second, it was found that there was a partially correlation between the quality of the early-childhood educational institution and the child's ability to develop sociality. Inquiring into each sub-domain, it was found that children in the group of high motion skills had the higher correlation with the developmental degree of motion skills than those in the group of low motion skills. On the other hand, it was found that the quality of the early-childhood educational institution, overall, did not have the correlation with children's sociality development. Third, it was found that the home environment had an independent effect on the child's sociality development with respect to the effect of the home and early-childhood educational institution on children's sociality development and that the effect of the early- childhood educational institution on children's sociality development was not relatively significant. As for the sub-domain of sociality development, it was found that the home environment was an more important factor that had an independent influence on children's sociality development than the quality of the early-childhood educational institution. And it was found that the interactional effect of the home and early-childhood educational institution on children's sociality development. Taken altogether, the qualitative factor of the home environment and early-childhood educational institution was associated with child- ren's sociality development. Especially, the early-childhood educational institution exerted an absolute effect on children's sociality development than the home environment. When the home, society and early-childhood educational institution makes an effort to improve the educational environment, it would exert a positive influence on children's environment for sociality development.